This group has been established to share ideas, resources, ask questions and offer suggestions to other teachers who have implemented Developing Mathematical Inquiry Communities (DMIC) or are considering implementing it.
RESOURCES TO LEARN MORE ABOUT DMIC
--- DMIC OVERVIEW BROCHURE ---
One-page overview brochure with information about DMIC and contact details:http://bit.ly/DMICOverview
--- VIDEOS ---
A good place to start is this 17-minute video from NZMaths introducing DMIC:http://bit.ly/DMICNZMaths
This 10-minute video shows DMIC mentor Bronwyn Gibbs (previously a teacher at Corinna School in Porirua) speaking about DMIC at the 2018 NZEI Curriculum Hui. Bronwyn focuses on the power of DMIC in practice and how it changed her as a teacher: http://bit.ly/
This 30-minute video shows DMIC co-leaders Professor Bobbie Hunter and Dr Jodie Hunter speaking about DMIC at the 2018 NZEI Curriculum Hui. Bobbie and Jodie focus on how DMIC enacts important goals for education in Aotearoa in the 21st century: http://bit.ly/
The Ministry of Education have created three video series that provide rich information about many different aspects of DMIC:
- Series 1 provides an overview of many different components of DMIC with footage from a number of NZ schools (15 short videos):http://bit.ly/DMICseries1
- Series 2 is an in-depth profile of DMIC in action at Shirley Primary School in Christchurch (6 short videos): http://bit.ly/DMICseries2
- Series 3 was released in 2018 and focuses on the factors that are critical for the successful implementation of DMIC, using footage from Russell School in Porirua (10 short videos):http://bit.ly/DMICseries3 **note: you can also view reports summarising the impact of DMIC at Russell School by clicking on the yellow ‘evidence of improvement’ bar at this link**
--- READINGS AND ARTICLES ---
NZ Ministry of Education Best Evidence Synthesis Exemplar: Developing Mathematical Inquiry Communities: http://bit.ly/
The DMIC PLD approach, how it is underpinned by Pāsifika values, and its impacts on teachers and students in NZ schools: http://bit.ly/AERAblogs (NB this is a four-part blog series - this link takes you to post 1 and then you can click through to posts 2, 3 and 4)
How DMIC impacted on Pāsifika students at a case study school: http://bit.ly/
The impact of moving away from ability grouping as part of DMIC in a cluster of 3 schools: http://bit.ly/
How culturally responsive pedagogy facilitates a classroom culture of inquiry and mathematical conversation within DMIC: http://bit.ly/
The dynamic mentoring model used in DMIC:http://bit.ly/
How a DMIC teacher scaffolded student participation in argumentation and reasoning:http://bit.ly/
How DMIC creates space for all learners to participate equitably in classroom inquiry and argumentation: http://bit.ly/
How culturally responsive teaching within DMIC creates equity for Pāsifika learners: http://bit.ly/
How 2 DMIC teachers facilitated mathematical inquiry in their classrooms: http://bit.ly/
How a DMIC teacher repositioned culturally diverse students in the classroom, empowering them as thinkers and doers of mathematics: http://bit.ly/
INFORMATION ABOUT DMIC PLD
DMIC do not run stand-alone PLD sessions. DMIC is a complex and comprehensive model that cannot be presented in these types of sessions. DMIC involves major changes to teachers’ classroom practice as well as changes to teachers’ ways of thinking about mathematics, students, teaching, culture, ability and more!
DMIC is a school-wide commitment that includes whole-staff PLD sessions and in-class teacher mentoring. To participate in the DMIC PLD, your school will need to apply for this under the normal PLD funding process. Contact the DMIC team for assistance and advice about this.
If your school is considering participating in DMIC or interested in learning more, you can invite a DMIC staff member to come and run an information session (typically an after-school staff meeting) at your school. Please also make the most of the resources available to learn more about DMIC.
Individual teachers who want to learn more can also undertake the Developing Mathematical Inquiry Communities Master’s paper (http://bit.ly/DMICmasters) or short course (http://bit.ly/
CONTACT DETAILS:
Prof Bobbie Roberta Hunter - r.hunter@massey.ac.nz
Dr Jodie Hunter - j.hunter1@massey.ac.nz
www.cerme.nz/dmic
DMIC do not run stand-alone PLD sessions. DMIC is a complex and comprehensive model that cannot be presented in these types of sessions. DMIC involves major changes to teachers’ classroom practice as well as changes to teachers’ ways of thinking about mathematics, students, teaching, culture, ability and more!
DMIC is a school-wide commitment that includes whole-staff PLD sessions and in-class teacher mentoring. To participate in the DMIC PLD, your school will need to apply for this under the normal PLD funding process. Contact the DMIC team for assistance and advice about this.
If your school is considering participating in DMIC or interested in learning more, you can invite a DMIC staff member to come and run an information session (typically an after-school staff meeting) at your school. Please also make the most of the resources available to learn more about DMIC.
Individual teachers who want to learn more can also undertake the Developing Mathematical Inquiry Communities Master’s paper (http://bit.ly/DMICmasters) or short course (http://bit.ly/
CONTACT DETAILS:
Prof Bobbie Roberta Hunter - r.hunter@massey.ac.nz
Dr Jodie Hunter - j.hunter1@massey.ac.nz
www.cerme.nz/dmic
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